Abstract
In this paper we argue for the possibility of using asynchronous technology to create a continuous, voluntary learning community in face-to-face courses. We discuss the theoretical concepts and values that are the foundation of such a community, describe some of the activities that take place there, and present principles of cultivation that we believe will help instructors nurture such communities in their own classes. The examples we present suggest that the emergence of a voluntary online learning community is possible in any course. Nevertheless, more research is necessary to better understand the nature of such learning communities, and we present a research agenda for the future study of this phenomenon.
Highlights
As teachers and institutions have become more sophisticated in integrating information and communication technology (ICT) into educational environments, they have begun to recognize that blended or hybrid learning is an approach that has great potential to improve learning outcomes
In this paper we explore these questions by using, as a conceptual lens, the concept of a voluntary online learning community
In this paper we have talked about using asynchronous technology to create a continuous learning community in FTF courses
Summary
As teachers and institutions have become more sophisticated in integrating information and communication technology (ICT) into educational environments, they have begun to recognize that blended or hybrid learning is an approach that has great potential to improve learning outcomes. When able to choose educational activities from both online and FTF mediums, instructors can potentially select the activity that provides the best fit with any particular learning objective Because of this ability to combine the benefits of both modes, some researchers have argued that blended learning has the potential to enhance the effectiveness and efficiency of learning experiences, and to fundamentally transform the nature of post secondary education [6]. In a voluntary online learning community, information and communication technologies give us the power to transform the traditional once or twice per week classroom meeting into an educational and social resource that is available to its members (students, teachers, and visitors alike) on a continuous, 24-hour, seven day per week basis. We will discuss a research agenda that will allow us to more systematically explore continuous online learning communities in blended environments
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